2Department of Educational Sciences, Faculty of Education and Psychology, University of Isfahan, Isfahan

چکیده [English]

Considering the contradiction in the findings of the studies conducted on the effectiveness of distance education methods, the present study was conducted to evaluate the effectiveness of distance education in higher education. The research method is based on secondary analysis and meta-analysis. The statistical population consists of all quasi-experimental studies which have already been conducted on the effectiveness of various types of distance education in higher education in Iran. The whole census was used for sampling. According to the inclusion and exclusion criteria, 79 studies were identified as the sample size. To collect the data, a researcher-made worksheet was employed in three sections: bibliographicaldata, methodological data, and findings. To analyze the data, the effect size index and the homogeneity test were performed using CMA-Version 2.0 statistical software. The research findings indicated that all of distance education methods in higher education of Iran were effective, but this effectiveness was moderate (ES =0.526, P <0.01); the area under the normal curve, the average implementation of distance education (Experimental groups) was 69% more effective than when these technologies were not used (control groups). In addition, the meta-regression of the effect of year on the results of research showed that with an increase in the implementation of distance education methods, .07%was added to the effectiveness of these methods. In other words, the implementation of distance education methods in higher education will become more effective over time.

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